A comparison of conventional and nonconventional clinical mental health placement settings for preregistration nursing students: Results from a quasi-experimental research project

<h2>ABSTRACT</h2><h3>Background</h3> Clinical placements, or learning in practice experiences, have a profound effect on preregistration nursing students' interest in pursuing mental health nursing post-graduation and their attitudes towards mental illness. <h3>Aim</h3> To investigate the impact of preregistration nursing students' involvement in a nonconventional mental health placement compared to students attending a conventional mental health placement. <h3>Methods</h3> A quasi-experimental approach was adopted. Preregistration nurses attending either a conventional (<i>n</i> = 52) or nonconventional (<i>n</i> = 90) mental health learning in practice placement completed the 24-item Pre-Placement Survey. <h3>Findings</h3> Students who attended a conventional learning in practice placement setting showed no change in responses. Students who attended the nonconventional learning in practice setting reported decreased <i>Negative Stereotypes</i> and <i>Anxiety Surrounding Mental Illness</i> post-placement, including increased <i>Future Career Interest in Mental Health Nursing</i> and belief that mental health nurses make <i>Valuable Contributions.</i> <h3>Discussion</h3> These findings echo the wider literature, which highlights that mental health learning in practice placements have an influence on mental health–related stigma and intention to practice. <h3>Conclusion</h3> Mental health learning in practice placements for preregistration nurses in a nonconventional setting may promote the pursuit of mental health nursing post-registration. As a potential pipeline into an undersupplied specialist practice area, it is imperative for education providers to consider the benefits of nonconventional placement models and incorporate them into curricula.